The Zoo activities

https://sites.google.com/site/20152016englishresources/the-zoo

Slideshow

https://docs.google.com/presentation/d/1T6SltdZmgwfzht4lepn8fYXLfUcJ52r5c3k1CR-dAn0/edit?usp=drive_web

OARS Testing- Mathematics 30/5

https://oars.acer.edu.au/australian-international-school-uae

To get your password

https://sites.google.com/site/8jmaths/oars-passwords

Please be sure to email Mr Reuben you Raw score and percentile (I will check these)

Baymax

https://sites.google.com/site/20152016englishresources/baymax

                               Scattergories- Vocabulary

                    Suit: Smaller group of students 6-12
Rules:
1) Students receive answer sheet from teacher.
2) Teacher to generate random letter.
3) Teacher times 3 Minutes and students fill out as many spaces as they can e.g. if A is chosen, animal could be ape.
4) However, the more interesting/ innovative they can be, the better as this will improve their score.
5) Time is called by the teacher.

Scoring:
- Students get one point for each correct item (teacher to get final say e.g. cannot just add an adjective to make correct for example Blue Juice would not be accepted as B)
- However, no point is received if one (or more) student/s has the same item or word.
- Double points are given for doubles (alliterations) e.g. Cherry Coke.

Winner is top point scorer at the end of designated number of rounds.

                                Catapultastrophe!!

What is a Catapult?
The siege weapons was used during the Middle Ages included different types of Catapults. These massive Catapults were an invaluable Medieval siege attack weapons. Any machine that hurls an object can be considered a catapult, but the term is generally understood to mean the medieval weapon. The designs of many Catapults worked by a central lever mounted in counterpoise, similar to a see-saw movement.

Watch the history of Catapults here:

https://www.youtube.com/watch?v=0MHJvsXHLy0

Technology challenge: 

Create this paper catapult from every day materials. What is required for each group (6 pieces of A4 paper, a long pencil or dowel, one rubber band, bottle cap, hot glue gun).

https://www.youtube.com/watch?v=gjEME1HIsQ8

Science: 

Give a brief presentation (google docs?) on the catapults history, how a catapult works (what simple machine?), what is a lever? What type of energy is stored in a loaded catapult and how this is transferred?

Mathematics: 

Measurement/ Statistics Once catapults are built head out to test them. Remember, for a fair test make sure the ammunition is the same size. Compete against each other recording distances. (Tape measures required)

Once you have had a practise, record the distance of 20 shots to the nearest CM. 

-Record data on a stem and leaf graph.

- Find all data measures including mean, median, mode, range, upper and lower quartile.

- Show this data in a Box and Whisker graph. Compare it with your class mates.

History:  

Minecraft battle

https://www.youtube.com/watch?v=fQtsBcI6l8s

Get students to build a castle of a cardboard box x 2:

https://www.youtube.com/watch?v=3JtQ0C-fqk0

Split the class and battle classmates.

English:  

Recount the experience. 

Ministry exam practise and answer key: 2013/2014

https://sites.google.com/site/socialstudiesfornonarabs/ministry-exams

OARS Testing- Mathematics 30/5

https://oars.acer.edu.au/australian-international-school-uae

To get your password

https://sites.google.com/site/8jmaths/oars-passwords

Ministry exam practise and answer key: 2012/2013

https://sites.google.com/site/socialstudiesfornonarabs/ministry-exams

                              How to write film review 29/5


http://www.wikihow.com/Write-a-Movie-Review

Read the sample 'Dark Knight' review (First one) then read article about how one is constructed.

                   Science: How to write a chemical equation 24/5
https://sites.google.com/site/8jsciencematter/chemical-reactions

How to make a paper catapult

https://www.youtube.com/watch?v=gjEME1HIsQ8

Practise exam: Ministry test 2

https://sites.google.com/site/socialstudiesfornonarabs/term-3-the-arab-world

Answers to come

                                 Monday 23/ 5 Graphing quantitative data: Histogram

 Histograms are used to show distributions of variables while bar charts are used to compare variables. Histograms plot quantitative data with ranges of the data grouped into bins or intervals while bar charts plot categorical data.

Quantitative data is information about quantities; that is, information that can be measured and written down with numbers. Some examples of quantitative data are your height, your shoe size, and the length of your fingernails.


Task:

Draw a histogram to represent this data. Remember to include title and label axis.

                                                Chemistry- Chemical reactions 23/5

The unbelievably exciting video from today.

https://www.youtube.com/watch?v=qVWkTBSRElo

Be sure to take notes, particularly of the new keys words as you will need to know what they are tomorrow.

Data measures revisit: 23/5

1) Find the mode of both classes
2) Find the range of both classes
3) Find the median of both classes
4) Find the mean of both classes

Extensions:
5) Find upper quartile of both classes
6) Find lower quartile of both classes.

7) Draw two stem and leaf graph to represent both sets of data
8) Make a statement and justify which class were the better kickers

                                                               Graph construction: 22/5 (Revisit)

Create a pie graph from the data below:
Remember how to work out how many degrees in each sector.

Create a bar graph from the data below:

                                                          PHYSICAL CHANGES 22/5

Understand that a physical change is a change in state, shape, or size, without the formation of a new substance.

a) Most objects around us are not pure substances but mixtures. A mixture is two or more parts blended together yet keeping their own properties. Mixtures can be separated using their physical properties like size, shape, color, volume, density, and state. This is called a physical separation. Using a filter to separate a mixture of different-sized matter is one example. A filter is a tool used to separate things by size.

b) Some mixtures are not easily separated. These are called solutions. A solution is a mixture in which the substances are completely blended so that the properties are the same throughout. The substances are mixed evenly so they stay blended. When one material forms a solution with another material, we say it dissolves. Some solids dissolve in water and some do not. Solubility is a measure of the amount of a material that will dissolve in another material. Liquid solutions are usually transparent, evenly colored, and never separate into layers.

Follow up: Visit these 3 interactive sites.

Explore the functions and then take each of the quizzes at the end

Revise chemical and physical change

http://vital.cs.ohiou.edu/steamwebsite/downloads/ChangeLab.swf

Changing matter – physical (ice – water- water vapour)

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.htm

Reversible or irreversible changes:

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/rev_irrev_changes_fs.shtml

                                            Geography: Town planning 17/5

Catch up session with reflections. Remember, One of these is to be filled out for each week (Not one each session)

Read prompts carefully. In some cases you will need to take screen shots. The prompts are different for each week. (By the end of the week you should have completed two)

Please email me immediately if your group has not yet shared this google doc with me.

Healthy Eating at sporting events campaign 17/5

https://www.youtube.com/watch?v=3ENmGpUKH0M

Watch this and comment on the techniques used to promote this campaign.

            Science week: Student lead experiments  week 8      17/5

Your task is to teach a concept that we are focusing on to the class given a demonstration or doing experiments as a class. (Groups of 3 max)

Your lesson will be structured under the following:

 Engage (How will you hook the class in?)
Explore (What will you do to explain this task?)
Explain (How will you explain the science that is involved with this experiment or demonstration) 
Extend (or Elaborate) Can you further extend this learning?)
Evaluate (How do you know students have achieved the learning focus?)

Today you are to explore possible experiments that will be suitable to do with you partner/s.

Consider safety, access and cost of equipment.